Learner: Sameeha Learning Coach: Margaret Patrick Date: May, 2016
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Learning Area: Clay -Visual Arts Narrative Learning story
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Learning Observed
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Sameeha was curious to explore the elements of clay: its texture and its ability to be moulded into a shape.She chose to be a member of the i Experience Clay:Sticky-Tricky OR Plastic- Fantastic and collaborated with the other learners in the group. Sameeha had 2 challenges to create two items from a slab of clay. During the challenges she was continuously engaged in a reflection process examining ways to overcome failures and share newly discovered successful techniques connecting with others in the group. Sameeha created a flat plate and applied pattern to it and a 3D bird body shape which she had to join a round head shape and add parts like wings, tails and other details.She participated in a group reflecting on the qualities of clay using a Y chart. During the process she learnt the techniques of hatching, using slip, and moulding when adding 3D shapes and motif pieces to clay. The use of a range of clay tools and learning how to store clay to maintain its peak condition for reuse, over a long time period, was integral to ensuring the clay was available over the duration of the experience. She used her thinking and curiosity to solve her problems. She developed her capabilities and was very pleased with the bird shape she produced.
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Learners: Aditi, Sameeha, Alysia, Nishita & Melissa
Learning Coach: T.Dillner Date: 5.2.16
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Learning Area: iExperience - Relating to Others
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Learning Observed
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This term our focus is on how we can be connected citizens. To introduce this, the Learning Coaches set up a series of challenges for the learners to complete. Each challenge was worth a different amount of points and the teams had to work together to get the highest amount to win. One task was to get all team members to cross the ‘Nile River’ (the width of one netball court) using only three hoops.
Aditi, Sameeha, Alysia, Nishita & Melissa had to discuss ways to make this work before attempting it. They needed to think about how their words, actions, attitudes and ideas impacting the success of the team. Each learner was able to act in a collaborative way in order to achieve the joint goal of crossing the ‘river’. They were capable of devising a method to connect their strengths and remain safe from the Nile Crocodiles!
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Learners: Kim, Sameeha, Saniya, Louisa & Cassandra
Learning Coach: T.Dillner Date: Term 4, Week 6-10
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Learning Area: iExperience - Technology
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Learning Observed and Vision Principles
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In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable.
All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in.
Kim, Sameeha, Saniya, Louisa and Cassandra all selected Pets & Animals. They were curious about making a penguin out of an old plastic bottle. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets.
The girls then took the template we used as a larger group and the personalised it to their penguin creation, demonstrating their capability with understanding the design process. Collaboratively, they shared this template and filled it in on Google Slides.
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Learners: Saniya & Sameeha Learning Coach: T.Dillner Date: 13.10.15
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Learning Area: Literacy - Creative Writing
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Learning Observed and Vision Principles
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In Term 4, I am working with the Yoyos on a Tuesday specifically for Literacy. Today was our first session together and we started with a story called “Badjelly the Witch” by Spike Milligan. This was the inspiration for our Creative Writing - “Our Potion” - which encouraged them to show curiosity. The learners had to name their potion, explain what powers it gave people, write a set of make believe ingredients and describe which ingredient was the most important to have.
Sameeha and Saniya chose to name theirs ‘Stretchy’ which can make people stretchy. They had a whole range of creative ingredients including worms, stretchy clothes, leaves and chocolate to name a few. Collaboratively, they decided that the most important ingredient to include was stretchy clothes because they would add stretching power.
Sameeha and Saniya were capable of following every instruction, completing the task unassisted and handing it in before time was up. I was very impressed to see this!
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Learner: Sameeha & Saniya Learning Coach :DWilkes Date: Sept 2015- Week 8-10 Learning Area: Technology
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Learning Observed
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For the past few weeks the learners have been engaged in an innovation station! The learners were given the choice of 4 provocations which included: creating an Ormibot from scratch, designing an object in Tinkercad to print in the 3D printer, designing a Science experiment or designing a series of code using Scratch and Makey Makey each of which would develop their capabilities. Sameeha & Saniya enjoyed the first week of ‘discovery learning’ where they had some choices of tasks to complete to help them get familiar with the coding programme ‘Scratch’ and the extension kit ‘Makey Makey’ and make connections to their prior knowledge. Working with other learners, they watched tutorials, tried out their predictions and played around with the various affordances of the equipment and programme. They used the Makey Makey and Scratch to create a ‘Piano Bow’. Henry also supported these learners with using the Makey Makey- great collaboration. For Week 9 and 10 the girls worked collaboratively to design and create a piano game using the Scratch programme and Makey Makey equipment. In order to piece together the code successfully there was a lot of trialling and prototyping which showed the resilience of Sameeha and Saniya. They showed their curiosity, thinking and managing self skills by looking at what others had done and making connections to what they wanted to achieve. See some of their learning below and here.
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Learner: Sameeha Learning Coach: DWilkes
Date: August 2015 Learning Area: Science
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Learning Observed
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This term the LH1 learners have been learning about animals, adaptations and habitats. Sameeha has been building her language and developing her understandings of the many ways the natural world can be represented. Sameeha is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals and used hier curiosity and creativity to create adaptations for her imaginary animal the GirocodileButterfly. She recognises that all living things have certain requirements so they can stay alive and could identify these for her creature.
Sameeha was fortunate enough to go on a field trip to the zoo where many animals captured her curiosity. She used the learning from the zoo trip to create her creature using the www.buildyourwildself.com wesbite. Sameeha needed to create a habitat that would be suitable for her creature. She opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in a new digital tool to develop her capability at using it. She went through a rigorous design process that involved connecting with information through researching to create a fact file on the GirocodileButterfly, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing. Her GOOGLE DRAWING was a good representation of what she initially planned with some modifications. Ask her to show it to you!
Sameeha collaborated well- listening to other learners and asking questions. When it was time to share their learning, she presented her habitat with some confidence and lots of enthusiasm to the Learning Coaches and learners in LH1. You can see her assessment here.
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Learner: Sameeha Learning Coach: T.Dillner Date: 28.7.15
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Learning Area: Physical Education
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Learning Observed
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Recently, the Year 3s have been learning about how to hold and pass a rugby ball. Sameeha was collaborating in a group of four learner who were practicing passing to one another. Firstly, they had time to practice holding the ball with their hands making a downward ‘L’ shape. Next, they had to try passing to each other. They aimed by facing the side of their bodies to the person they want to receive the ball, and passed by moving the ball in a line from hip to hip. The short video below shows Sameeha developing her capabilities in these skills. Sameeha participated in all the skills based instruction and gave her best effort at all times. She was positive and had a happy disposition throughout.
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Learner: Komal, Samantha, Sameeha and Vivian
Learning Coach: T.Dillner Date: 2.6.15
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Learning Area: The Arts - Music
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Learning Observed
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The Keas Hapu group have been learning about the features that we use to make music.
They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Komal, Samantha, Sameeha and Vivian chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed.
The girls then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.
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Evidence of learning
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Key Competencies/Vision Principles
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All four girls worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music.
When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).
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